本研究透過「科學史探究活動」，以問題導向學習與合作學習進行創造思考與情意教學，開發學生之創造力。
首先自行發展以「燃燒」為主題的科學史故事教材，故事內容描述十八世紀的化學Laovoisier推翻燃素說，建立氧化理論的創造性思維歷程。並依據創造思考的教學策略編擬單元問題，引導學生進行科學問題的思考與探究。繼之以科學史故事教材為情境，運用創造思考的教學策略與思考技術，設計科學史探究活動。
為驗證本科學史探究活動的價值性與可接受性，以立意取樣選取國中學生251名為研究樣本，分為實驗組三班、控制組三班，進行實徵研究。第一部分以行動研究法，對實驗組學生實施科學史探究活動的教學，分析學生在活動過程中的創造性認知行為。第二部分以準實驗研究法，比較實驗組學生在活動前後其創造性情意行為的改變狀況。
實徵研究結果顯示，活動過程中學生表現出高度的學習興趣，能夠主動思考並積極參與，進而發現或創造屬於自己的知識。在創造性的認知行為方面，學生能夠運用並表現其思考的流暢性、變通性、獨創性與精密性；在創造性的情意行為方面，學生於活動結束後，在創造性傾向及其中冒險性、好奇性皆有所提升。
因此本研究以科學史故事教材為經，科學史探究活動為緯，所設計「問題導向學習」與「合作學習」之科學學習模式，能夠有效開發學生的創造力。

The objective of this study is to develop students' creativity through inquiry activity incorporated with the history of science. The manner of problem - oriented and cooperative learning was used to accomplish creative thinking and affective instruction.
Materials of story historically situated on the ideas about combustion were developed. The overthrow of the phlogiston theory and Lavoisier's work on combustion in the 1770's are involved in this story. A series of written questions composed according to the teaching strategies of creative thinking are given at the end of each unit to promote students' thinking and exploration of scientific problems. In the context of these materials, inquiry activity was designed with application of teaching strategies of creative thinking and thinking stkills.
Empirical research was carried out in order to prove the value and acceptability of this activity. 251 junior high school students were selected with purposeful sampling, among which three classes are experimental group and the other three are control group. The first study took place during action research on students' creative cognitive behavior. Data gathered during the activity in the experimental group was analyzed. The second study took quasi - experimental design to see how the creative affective behavior of students in the experimental group changed during the activity.
Result from empirical research showed that students enjoyed the activity. They thought and participated in the activity actively to discover and create their own knowledge. In the phase of creative cognitive behavior, students could apply and exhibit their thinking in fluency, flexibility, orginality and elaboration. In the phase of creative affective behavior, students' adventurous spirits, curiosity and creative aptitude were enhanced after the activity.
Accordingly, materials of story historically situated as the longitude and inquiry activity incorporated with history as the latitude, it is shown that the learning manner on basis of problem-oriented and cooperative learning is useful to develop students' creativity.